scholarly journals CODE MIXING AND CODE SWITCHING IN THE EFL CLASSROOM INTERACTION

2021 ◽  
Author(s):  
Andi Asrifan
Keyword(s):  
Research Result ◽  
Classroom Interaction ◽  
Corrective Feedback ◽  
Code Switching ◽  
Teacher Talk ◽  
Learning Achievement ◽  
Code Mixing ◽  
Interactional Features ◽  
Formal Features

This research aims at finding out code mixing and code switching in the classroom interaction in terms of the teacher talk and the student talk at SMP Negeri 2 Parepare. In detail, this research aims to identify (1) the teacher talk particularly the type token ratio, the mean length of utterance as formal features, question, feedback and correction as interactional features, (2) the students talk particularly response to question and ask question as well as the students’ preference towards the use of code mixing and code switching the students in learning achievement. The research employed mix method research design. The subjects consisted of the teacher and the students. There is 1 teacher and 81 students which are divided into three classes. Each class consists of 27 students. The research data were collected by non-participant observation which was analyzed by using formal features, interactional features, descriptive and inferential statistics through SPSS 21.0. The research result indicated that (1) the type token ratio in code mixing and code switching Indonesian/English in classroom interaction varied. It reveals that the vocabulary used by the teacher varied, (2) the speech of the teacher when addressing the students in the classroom by mixing and switching the language contained longer utterance, (3) the teacher used convergent and divergent questions in mix and switch the language when addressing students in the classroom interaction, (4) the teacher provided interactional corrective feedback and correction in mixing and switching the language when addressing students in the classroom interaction, (5) there are three reasons why the teacher mix and switch the code in the classroom interaction namely to give clear explanation to the students, to make the students easy to understand, and make the teacher and the students close to each other, (6) There are two types of students in response to the question namely the role of students to the teacher (S-T) and the role of students to students (S-S) in code mixing and code switching in the classroom interaction, (7) there are two types of the students question in code mixing and switching of Indonesian/English when asking the teacher namely procedural questions and convergent questions, (8) the students’ preference towards the use of code mixing and code switching in the students learning achievement consist of two main points in this research namely, first the use of code mixing and switching convince positive attitude and second positive role to the students preference towards the use of code mixing and switching the students in learning achievement.

scholarly journals The Influence of Teacher Talk toward Students’ Attitude to Speak English

2017 ◽  
Vol 4 (1) ◽  
pp. 27
Author(s):  
Ahmad Munawir
Keyword(s):  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Education ◽  
Participant Observation ◽  
Research Result ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Education Department ◽  
The Mean ◽  
Interactional Features

This research aimed at identifying the formal and interactional features of teacher talk in the classroom interaction during teaching and learning process. The research employed mixed methods research design. In this case, the researcher  applied QUAN-qual model. The subjects consist of two English teachers and the fourth year students of English Education Department of Tarbiyah and Teacher Training Faculty at State Islamic University of Alauddin Makassar. The researcher collected the data using interview, questionnaire, passive participant observation which was analysed by using formal features and interactional features analysis. The research result indicated that the type token ratio of the teachers was   low. It revealed that the vocabulary they used in delivering the material less varied. Then, the mean length utterance for Teacher A was 8.85 wpu and for the Teacher B was 12.06 wpu. It meant that teacher A delivered shorter utterances and Teacher B produced longer utterances. The Teacher A and B used more procedural questions than convergent and divergent questions in interacting in the classroom. The teachers provided interactional feedback when addressing students in the classroom. In terms of attitude,  the students had positive attitude toward teacher talk. It was highly approved by the result of questionnaire where the students were favourable to the teacher talk. In addition, the students were motivated to speak English if the teacher encouraged them to speak English. Keywords : Influence,Teacher Talk, Students’ Attitude,Speak English

scholarly journals The Interactional Features of Billingual Teacher Talk in the Classroom of Arabic as a Foreign Language

2021 ◽  
Vol 6 (2) ◽  
pp. 363-375
Author(s):  
Ahmad Basyori ◽  
Imam Asrori ◽  
Sutaman Sutaman ◽  
Bakri Mohamed Bkheet Ahmed
Keyword(s):  
Foreign Language ◽  
Code Switching ◽  
Teacher Talk ◽  
Study Program ◽  
Different Types ◽  
Interaction Element ◽  
Primary Type ◽  
Bilingual Learning ◽  
Interactional Features

Communication is essential in studying Arabic as a foreign language to make the lesson interactive. This research aimed to identify and assess three aspects. First, the Teacher Talk (TT) interaction feature appeared in the Arabic Education Study Program, Faculty of Tarbiyah and Teacher Training, Raden Intan State Islamic University of Lampung. Second, each lecturer's primary type of TT interaction element. Third, the utilization of code-switching as a component of bilingual learning interactions. This research was a case study of three Arabic lecturers (T1, T2, and T3) who used Google Meets to conduct online learning. Each lecturer was videotaped three times and then examined using Miles and Huberman's qualitative approach. The findings of the L2 investigation demonstrate that 1) T1 produced twelve different types of interaction features. Furthermore, T2 produced eleven different types of interaction features. Finally, T3 produced twelve different types of interaction features. 2) The most dominant TT interaction features in the classrooms by T1 was Scaffolding (18.2 percent), T2 was Display Questions (24.6 percent), and T3 was Confirmation Check (23.1 percent). 3) In the context of bilingual classes, this study also found that L2 lecturers used other interaction features to facilitate interaction, namely code-switching from Arabic (L2) to Indonesian (L1) and vice versa. The total occurrence of code-switching by T1 was 9.1 percent (the least), code-switching by T2 was 27.3 percent, and code-switching by T3 was 63.6 percent (the most dominant). Code-switching can be an excellent alternate approach or interaction tool for facilitating communication in the classroom when learning Arabic; nevertheless, it must be used appropriately and proportionally.

scholarly journals CODE-SWITCHING AND CODE-MIXING PRACTICES IN ENGLISH FOR SPECIFIC PURPOSES (ESP) COURSES

2020 ◽  
Vol 8 (2) ◽  
pp. 95-101
Author(s):  
Liza Putri ◽  
Herly Nurrahmi ◽  
Akhmad Guntawan
Keyword(s):  
Language Policy ◽  
Qualitative Method ◽  
Code Switching ◽  
English For Specific Purposes ◽  
Medium Of Instruction ◽  
Language Practice ◽  
Code Mixing ◽  
Code Choice ◽  
Actual Use

This study focuses on the practices of the ESP (English for Spesific Purposes) lecturer and students toward code-switching and code-mixing (CS/CM) in the class activity. The study used descriptive qualitative method in the research. In collecting the data, the researcher shared some questionnaires and did interviews and observation. It provides the clear findings of the actual implementation of the institutional language policy on the medium of instruction in the classroom. CS/CM in both Indonesian and English languages emerged as the lecturer’s code choice in the classroom instruction. Such language practice seems not to only have undermined the role of English as the stipulated medium of instruction, but also underestimated the speech behaviour of bilinguals. It causes the conflict between the language policy and the actual use of English and Indonesian in the classroom.

scholarly journals An Analysis of English Teacher and Learner Talk in the Classroom Interaction

2018 ◽  
Vol 2 (1) ◽  
pp. 60-71
Author(s):  
Shofiyatul Huriyah ◽  
Merie Agustiani
Keyword(s):  
Interaction Analysis ◽  
Research Result ◽  
Classroom Interaction ◽  
Sampling Technique ◽  
Descriptive Study ◽  
Response Category ◽  
Teacher Talk ◽  
English Teacher ◽  
Purposive Sampling ◽  
Question Category

The objectives of the research were to find out the kinds of teacher talk and learner talk used by English teacherand learners during the classroom  interaction  and  to know the language mostly used in the classroom. The participants of this study were 35 students and 1 English teacher that were taken using purposive sampling technique. This descriptive study used recording and interview in colecting the data. The results of clasroom interaction recording was then analyzed using Flander’s Interaction Analysis Categories (FIAC). It was obtained that teacher talk (75,5%)  dominated the interaction during the classroom. In the interaction, the teacher mostly used ask question category (30,2%) meanwhile the learners mostly used pupil talk response category (9,1%). Furthermore, Indonesian language (57,2%) was dominantly used, while English was only 28,1%. From the research result, it can be concluded that the English teacher dominated the class by asking so many questions and mostly used Indonesian language during the classroom was taking place. It gave the students less chance to explore and practice their English. Keyword: Teacher Talk, Learner Talk, Classroom Interaction.

Testing tolerance for lexically-specific factors in Gradient Symbolic Computation

2016 ◽  
Vol 19 (5) ◽  
pp. 897-899 ◽  
Author(s):  
JANET G. VAN HELL ◽  
CLARA COHEN ◽  
SARAH GREY
Keyword(s):  
Language Processing ◽  
Review Literature ◽  
Code Switching ◽  
Target Picture ◽  
Lexical Representations ◽  
Code Mixing ◽  
Co Activation ◽  
Specific Factors ◽  
Lexical Factors

In their keynote article, Goldrick, Putnam and Schwarz (2016) present a computational account of code-mixing. Although they review literature on the co-activation of lexical representations and cognate facilitation effects in bilingual language processing, their model remains silent on how it interfaces with lexical factors, and how lexical factors impact code-switching. One such lexical factor is cognate status, which has been found to affect code-switching, as demonstrated in corpus analyses (e.g., Broersma & De Bot, 2006) and psycholinguistic experiments (Kootstra, Van Hell & Dijkstra, 2012). For example, using the structural priming technique to examine the role of lexical factors in code-switching, Kootstra et al. asked Dutch–English bilinguals to repeat a code-switched prime sentence (starting in Dutch and ending in English) and then describe a target picture by means of a code-switched sentence (also from Dutch into English). They observed that bilinguals' tendency to switch at the same position as in the prime sentence was increased when the prime sentence and target picture contained cognates.

scholarly journals ALIH KODE DAN CAMPUR KODE DALAM INTERAKSI PEMBELAJARAN BAHASA INDONESIA DI KELAS VIII F SMP NEGERI 2 BRANGSONG KABUPATEN KENDAL

2019 ◽  
Vol 7 (1) ◽  
pp. 78
Author(s):  
Gina Dinnur Amalia ◽  
Herman J Waluyo ◽  
Slamet Mulyono
Keyword(s):  
Qualitative Method ◽  
Code Switching ◽  
Validity Test ◽  
The Third ◽  
Code Mixing ◽  
Bahasa Indonesia ◽  
Descriptive Qualitative

<p><em>The purpose of the research are kind of code-switching and code-mixing, the factor of the result from the code-switching and code-mixing; and the role of the code-switching and code-mixing in the Indonesian lerning of the seventh F class SMP N 2 Brangsong, Kendal regency. </em><em>The research used descriptive qualitative method with </em><em>case study </em><em>approach.The research used purposive sampiling and snow ball sampling, then the technique of the collecting data by record, report, and interview. Validity test is triangulation theory.The result of the research are: the first, find out 12 code-switching in the javanese is four times and from Arab is 8 times; the second, find out the code-mixing consist of 44 times divided to be Indonesian dialeg from Jakarta is 12 times and english is 6 times; the third, factor of the result from the code-switching and code mixing from the research devided to be 5 factors (a) personal and speaker, (b) the partner of the speech, (c) the place, (d) topic, and (e) function and purpose</em><em>.</em></p>

scholarly journals CODE-SWITCHING IN THE ENGLISH TEACHING TO NON-ENGLISH DEPARTMENT STUDENTS

2019 ◽  
Vol 2 (1) ◽  
pp. 36-49
Author(s):  
Yusuf Al Arief ◽  
Siti Haniifah Husnul Khotimah
Keyword(s):  
Foreign Language ◽  
Qualitative Method ◽  
Research Result ◽  
Classroom Interaction ◽  
Code Switching ◽  
English Department ◽  
Teaching English ◽  
English Class ◽  
Multilingual Societies ◽  
Academic Year

Code-switching is a phenomenon studied in sociolinguistics. It exists in multilingual societies like in Indonesia, where people use more than one language to communicate including in classroom interaction, especially in the process of teaching English as a foreign language. This research aimed to find out the types and the functions of code-switching used by English lecturers in teaching English to Non-English Department Students at FKIP of Lambung Mangkurat University in the Academic Year of 2017/2018. This research was conducted through the descriptive-qualitative method. The subjects were the lecturers of English class for Non-English Department Students or Mata Kuliah Dasar Umum (MKDU) Bahasa Inggris Class. The researchers used observations and confirmed the results from the interviews. The data were analyzed by data reduction, data display, and conclusion drawing or verification. The research result indicated that in the process of teaching English, the lecturers sometimes switched their languages: English, Bahasa Indonesia, Banjarese, and Arabic. There were three types of code-switching used by the lecturers which were tag-switching, intrasentential-switching, and intersentential switching. While for the function, there were three functions of code-switching used by the lecturers which were topic-switch, affective-function, and repetitive function. In conclusion, the lecturers switched their languages in some types and for various functions depending on the situation of their teaching activity and students’ need

scholarly journals A Sociolinguistics of Code Mixing and Code Switching Between English and Indonesian Language at STKIP PGRI Sidoarjo

2020 ◽  
Vol 2 (1) ◽  
pp. 65-77
Author(s):  
Joko Slamet ◽  
Ninik ◽  
Sulistyaningsih
Keyword(s):  
Foreign Language ◽  
Structural Aspect ◽  
Code Switching ◽  
English Grammar ◽  
Grammatical Aspect ◽  
Code Mixing ◽  
Qualitative Descriptive ◽  
Referential Function ◽  
Teaching Learning

This study was aimed to analyze Code Mixing and Code Switching between English and Indonesian Language Done by the Lecturer of Advance English Grammar Subject at the 5th Semester Students of STKIP PGRI Sidoarjo. The study was designed in the form of qualitative descriptive study. The subjects in this study were the lecturer in the 5th semester of students of STKIP PGRI Sidoarjo who teaches the Advance English Grammar subject. The data were collected by using the methods of recording and writing on note of what lecturer said in teaching learning process, then collected it and classified based on grammatical aspect of code mixing, code switching, sociolinguistic aspect, and the function (phatic function) of code mixing and code switching. A grammatical focused on the structural aspect of code mixing and code switching. While, a sociolinguistic approach was concerned with the role of social factors of code mixing and code switching. The result of this research showed that the grammatical aspect of code mixing and code switching are extra-sentential/tag mixing and switching, inter-sentential mixing and switching, and intra word of code mixing and code switching. Sociolinguistic aspects of code switching are situational and metaphorical switching. The functions of code switching were referential function, directive function, phatic function and metalinguistic function. But this study only focused on phatic function to clarify or emphasize a message. The achievement of this research can be used to make easier in teaching foreign language and can be used as additional source and also can develop code mixing and code switching field in the next research.  

scholarly journals Linguistic Interference and Religious Identity: The Case of a Lebanese Speech Community

2021 ◽  
Vol 19 (2) ◽  
Author(s):  
Cristina Solimando
Keyword(s):  
Religious Identity ◽  
Code Switching ◽  
Foreign Languages ◽  
Speech Community ◽  
Loan Words ◽  
Code Mixing ◽  
Language Study ◽  
Linguistic Interference

Multilingualism and multiculturalism are cornerstones of Lebanese society. There is a considerable amount of Arabic-French bilingualism, although English has been rapidly gaining ground in recent years. This situation has obviously affected the Lebanese dialect: loan words and even cases of phonological, morphological and syntactical change are widespread. Moreover, we constantly witness phenomena of code-switching and linguistic mixing between Lebanese/French and Lebanese/ English. This has become associated with a certain cultural and religious identity. The literature that investigates the role of foreign languages in Lebanon generally focuses on their use in Lebanese education and on the speakers’ perception of the foreign languages. The present study examines the role of foreign languages in authentic speech and explores the linguistic phenomena of code-switching and code-mixing as markers of speaker religious identity. Various extracts of authentic informal speech are analysed in order to define further the correspondence between language study and identity in the Lebanese context.

scholarly journals Translingual Negotiation Strategies Used by English Students to Build Classroom Interaction in a Translation Class

2019 ◽  
Vol 13 (1) ◽  
pp. 21
Author(s):  
Veni Roza
Keyword(s):  
Qualitative Research ◽  
Classroom Interaction ◽  
Code Switching ◽  
Negotiation Strategies ◽  
Linguistic Form ◽  
Code Mixing ◽  
Clarification Request ◽  
English Students ◽  
Bahasa Indonesia

This research aimed at revealing what kind of translingual strategies that were practiced by the sixth-semester students to build interaction in the translation class. This qualitative research conducted through observing students’ interaction in translation class (using English, bahasa Indonesia, and Minangkabau languages). The researcher finds that four macro strategies proposed by Canagarajah (2013): envoicing, recontextualization, interactional, and entextualization strategies are consciously used by students during communication. Envoicing strategies are used by way of word coinage, foreignization, as well as code switching and code mixing dominantly by students while asking and clarifying information. Recontextualization  strategies are done through the use of the feature of linguistic form such formulaic Islamic greeting in Arabic preceding the talk. Interactional strategies used are confirmation check, check, clarification request, and recast. Interestingly more competent students use simplification in communication, and less competent speakers use leveling as entextualizationstrategies. The use of these strategies in speaking helps students (as speakers) to establish classroom interaction.

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